Lesson 2 Passing

EDU 5026
UNIT LESSON PLANNING TEMPLATE
Name: Paris Underwood

Lesson Title: Lesson #2 Introduction to passing & Review dribbling
Lesson Plan
Identify intended goals, objectives and enduring understandings or essential questions for your
lesson.
Goals –
Be able to demonstrate the correct way to perform the different types of passes in basketball
Understand words in relation to movements
Develop the importance of warm up/stretching before physical activity
Build Confidence and self –esteem
Objective -
Introduce the 3 basic types of passes
Conduct numerous drills to practice more dribbling skills
Facilitate the benefits of physical activity and stretching
Identify the New York State Learning Standard(s) and/or Common Core Standards addressed in
this lesson plan.
Applies knowledge of specific words and relates them to a movement

Be aware of community resources relevant to basketball as well as physical activity
Exhibits social interaction that provides benefits for self and others
Demonstrates capability to perform a variety of motor skills and patterns
Describe the function of language in this lesson, identify key academic vocabulary, and describe
strategies that will be used to support the development of academic language.
Vocabulary
Dribble
Pound dribble
Behind the back
Cross over
Chest pass
Bounce pass
Overhead pass
Strategies used can include repeating the words, demonstrating, visuals about the gym of the task at
hand, definitions
Describe how the lesson incorporates literacy instruction (reading, writing, listening and/or
speaking) and language development.
This lesson incorporates literacy instruction by allowing students to listening to cues and different
words before performing a movement. At the end of the lesson, students will be given a short 3
question hand out to complete.
Identify the instructional resources, materials, and/or technologies that will be used during the
lesson, and explain how they are culturally, age and linguistically appropriate.
Materials
Basketballs (20)
Cones
Music
End of class questionnaire
Identify informal and formal assessments used to monitor student learning of the intended
student learning goals/objectives. List the evaluation criteria (or attach rubric) you will use to
evaluate and analyze student performance on these assessments.
Can students correctly demonstrate each of the 3 types of passes taught today?
I will rate students passing skills. (Accuracy, speed)
Describe procedures (e.g., teacher actions, student actions, grouping procedures, monitoring
procedures) you will follow during the entire lesson. Include introduction, active engagement,
and closure; provide a time frame for each section. The lesson should be scripted and detailed in
such a way that a substitute would be able to execute your plan without any issue.
Introduction – 10 Min
Before class begins, all shoes should be tied, bags should be on top of bleachers
Warm up – (Plyometrics) Butt kicks, High knees, 50% jog around the gym twice - 3 Min
(Stretch) Straight down touching toes, arms across chest, arms over head, Butterfly – 3 Min
Dribbling warm up/Review – Students line up behind one another in two separate lines. Dribble thru
cones down the court and back using the skills previously taught- 4 Min
Individual – 5 min
Students find a space of their own around the gym and begin to perform the following
1. Right hand stationary speed dribble – 1 min
2. Left hand stationary speed dribble – 1min
3. Behind the back dribble –1 min
4. Crossover dribble 1 min
5. Between the legs dribble 1 min
Partner – 10 Min
Students pair up with a partner as I introduce the 3 different types of passes
1. Chest Pass: Start with basketball at our chest. Step out with one of your legs towards your
partner and push out with both hands towards your partner. At the end of the movement
your arms should be fully extended with your thumbs pointed to the ground.
2. Bounce Pass: Start with basketball at our chest. Step out with one of your legs towards your
partner and push out with both hands pointing downwards about halfway between you and
your partner. Your thumbs should be pointed down once the pass leaves your hands.
3. Overhead pass: Start with the basketball over your head with both arms flexed in about a 45-
degree angle. Step towards your partner and extend arms so that it is fully extended as well
as snaping your wrist and snap the wrist. Thumbs should be pointed in the air after the pass.
Group – 5 Min
Students will be split up in two different groups on the baseline of the gym
1. Students will slide to the end of the court and back while performing a chest pass
2. Students will slide to the end of the court and back while performing a bounce pass
3. Students will slide to the end of the court and back while performing an overhead pass
Game – 10 Min
Dribbling knockout – Students will be grouped together with limited space. The object is to continue
your dribble using different dribble moves while trying to knock other classmates ball out of their
hands
Closure/Cool down– 3 –5 Min

Students will be given a handout asking them to describe the 3 different types of passes in
basketball
Explain how provision is made for effective accommodation of the needs of students with
exceptionalities. Describe how this lesson includes differentiation (Content, Process, Product,
and/or Environment) to address the strength(s) and/or need(s) of one or more individuals or
groups of students in your class including students with I.E.P.s, 504s, and ELs.
Provisions include
 Greater space is provided safe participation for both the wheelchair bound student and
those in proximity
 Clear and consistent rules are used with student expectations and consequences stated
 Distractions and unnecessary obstacles and equipment are removed
 Instructions are rephrased as necessary
 Short or concise instructions are used and are repeated as necessary.
Differentiation Include
 Amount of Time for a student (More or less)
 Pairing of students
 Adjusting rules (Allowing more bouncing for bounce pass, closer space for overhead
and chest pass)

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EDU 5026

UNIT LESSON PLANNING TEMPLATE

Name: Paris Underwood

Applies knowledge of specific words and relates them to a movement

Closure/Cool down– 3 –5 Min

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